Faculty Teachers' Perspectives of Resident Academic Half Day

Academic Half Day (AHD) is an innovative curricular model in which learning is condensed into half day blocks. Perspectives of faculty teachers who have implemented AHD have not been well described. The objective of our study was to explore faculty teachers' perspectives of resident AHD.

We conducted a qualitative study using individual interviews (Sept-Dec 2017) of faculty who coordinated and taught resident AHD. We used a semi-structured interview guide, analyzed data using constant comparative methods, and collected data until reaching saturation. In accordance with grounded theory methodology, we iteratively developed codes and identified major themes, resolving discrepancies by consensus.

Twelve faculty participated in interviews; 75% previously gave noon conference. Analysis yielded three themes.

Recruiting enough colleagues to teach at AHD was challenging. Competing clinical demands, time commitment to teach, and hesitancy facilitating small group learning compared to giving a lecture limited recruitment.

Faculty valued different teaching formats. Residents were engaged in active learning, and faculty enjoyed getting to know residents. Long-term learning outcomes were uncertain.

Choosing topics with limited teaching time was difficult; faculty worried insufficient content was delivered. The coordination of AHD within the residency core curriculum was unclear.

Faculty feel residents are engaged in learning at AHD. Faculty face challenges recruiting colleagues to teach and worry insufficient topics are covered. The impact of their teaching on long-term learning is uncertain. Further work is needed to coordinate AHD with other learning activities.